The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

Abstract This research was carried out to comparatively study the impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, grammatical accuracy Afghan English as a foreign language learners. To accomplish this, 172 learners enrolled at institute, through an Oxford Quick Placement Test (OQPT), 120 lower-intermediate 5 higher-intermediate were selected. These selected participants assigned into four groups: portfolio group ( N = 30), self-assessment 35), control 30). The five injected function mediators, hence more in group. After selecting participants, reading-span test developed by Shahnazari (2013), learners’ working memory (WM) span determined. It discovered that 16 subjects condition, 14 learners, 18 group, 13 condition had high WM, while rest low WM. Thereafter, validated instructor-made tests, subjects’ knowledge targeted lexical items, baseline Then, ten-session treatment began. treatment, follow-up post-test administered. results three two-way between-group MANOVA disclosed all experimental conditions outstripped comparison second occasion WM (with large effect size comprehension (partial eta squared .365), moderate same among vs. .095), .465), .083), grammar .500), .072)). further revealed other conditions, but difference non-significant. Additionally, between not statistically significant. implications are reported.